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Writtle Infant School
Lodge Road, Writtle, CM1 3HZ, UK Chelmsford
+44 (0)1245 420963
www:http://www.writtle-inf.essex.sch.uk/e-mail:

WELCOME TO OUR SCHOOL

Picture of the School

A new housing development to the west of Writtle resulted in the building of Writtle Infant School in 1968, alongside the Junior premises which had opened in 1963, replacing the two smaller village schools which could not cope with the increasing numbers of pupils. Both schools share an attractive rural location adjoining open farmland close to Hylands Park and are easily accessible by road via the A414 and the A12.

The attractive buildings are regularly refurbished and provide a light, airy, well equipped environment for the children.

Both schools have the benefit of spacious playgrounds and grassed areas for outdoor activities.

The Infant School accommodation is comprised of a main entrance hall which leads to the school's offices and a spacious hall used for PE, assemblies, functions and lunch time dining arrangements. There are six classrooms with their own toilets and cloakrooms, an ICT suite and a library which is located in the main classroom corridor. There is wheelchair access to most parts of the building with the addition of ramps to some entrances. One of our toilets is especially adapted for the use of disabled persons.

The school is a Community School which is financed by the Local Authority.

Visits to the school are most welcome. Appointments may be made at the school office.

Healthy Schools Logo


The Duckling Nursery

Picture of the Nursery

One of the infant school classrooms (the relocatable classroom near the playground) is let to a private nursery. The Duckling Nursery offers part-time pre-school activities for children 2 - 4 years. For further details, please contact Mrs. Sheila Homer, (Manager/Supervisor) 01277 365066.

AIMS

Our basic aim is to develop a caring environment where children can develop socially, intellectually and spiritually.

We also aim to provide:-

  • An environment where individual strengths are highly valued and everyone works towards achieving their full potential.
  • An environment where children are encouraged to become more independent.
  • An environment which emphasises the importance of learning throughout life.

CURRICULUM

The Governing Body ensures that the emphasis throughout the school meets the requirements of the National Curriculum and that children work with purpose, understanding and enjoyment.

The School has adopted schemes of work / cross-curricular themes for the delivery of the key skills with the National Curriculum, thus ensuring progression throughout. In line with national guidelines, we aim to provide a good grounding in the core subjects of English, Maths and Science and have adopted the National Literacy and Numeracy strategies advocated by the Department for Education and Skills (DfES).

The children's achievements are valued at all times and there are high expectations of them both academically and socially. Consideration is also given to their varying starting points and children are encouraged to work to the best of their ability in a supportive environment.

The policy on Personal and Social, Health and Citizenship Education provides a framework for spiritual and community development. Religious Education and the collective act of worship provides further opportunities for us to develop this aspect of the children’s education.

All children have access to the full curriculum. We believe that all children should have comparable access to a curriculum which is free from bias or discrimination. Further, the school has a detailed Race Equality Policy and develops opportunities to explore multicultural issues.

All schools are now required to have home-school agreements which lay down the responsibilities of the school, its parents and pupils. We realise the importance of parental support in the enrichment of the children's education and encourage their involvement in the life of the school. The Infant and Junior schools work together to provide their children with a smooth transition between key stages and strive to provide a firm foundation for their future development.

Foundation Stage

Early Years Garden

Autumn and Spring born children start school full time in September after a short induction into school. Children with summer birthdays start school part-time in the autumn term (after a short induction) and full-time in the spring term. Activities are planned using the foundation stage curriculum – a national curriculum especially for early years / reception children. It is extremely flexible catering for all needs and abilities. The children’s confidence and independence are encouraged and developed by the staff.

Children are given the opportunity to communicate their thoughts and ideas in a variety of settings. Concepts and skills are taught through planned play and practical activities using a variety of tools, materials and media.

Moving from the Foundation Stage to Key Stage 1

We try to ensure a very smooth transition for the children through a variety of strategies e.g. in the summer term the younger children are invited to join the older children for some assemblies and playtimes. The children have opportunities to visit their new classrooms and teachers and these teachers will also visit them. Staff liaise closely to ensure the organisation of activities / classroom routines in the autumn term of year 1 are similar to those in the summer term of the foundation stage.

The use of play-based learning e.g. sand, water, role-play areas have also been re-introduced into the year 1 curriculum.

Pupils with particular learning / social needs may also have individual induction programmes to ensure they gain access to the opportunities available.

Years 1 and 2

These children are taught the key skills set out within the National curriculum, the National Numeracy and Literacy Strategies and the aspects of learning within our scheme of work for personal, Social, Health and Citizenship education.

Teaching styles and content are varied to meet the learning needs of the children. Therefore we try to personalise leaning so that each child is working towards their potential. Some of these skills are taught within a subject lesson e.g. a numeracy or literacy lesson. Other skills are taught through a thematic approach. Recent themes have been: castles, the Great Fire of London, and Narnia. This cross-curricular teaching allows the staff to deliver a more creative curriculum and enables the children to use their thinking skills and make connections in their learning.

ICT at our school is an important resource for the children and staff. Each class has access to our purpose built air-conditioned suite of 15 computers. All classrooms have at least one computer (linked to those in the suite) and all computers can access the Internet (filtered for suitable material by the local authority). In addition, all classrooms have interactive whiteboards which enables teaching and learning to be presented in a very exciting way. The children also have access to other digital resources e.g. cameras, video camcorders. Again, like other aspects of the curriculum children are taught the necessary skills which enable them to practise and consolidate in other areas of the curriculum.

Physical Activity

Physical education lessons and playtimes develop both physical competence and self confidence. Children spend formal P.E. lessons learning the skills they will need to participate in a variety of team and individual sports in later years. They have the opportunity to develop skills in gymnastics, dance and games. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It also promotes positive attitudes towards active and healthy lifestyles. Extra curricular activities include short tennis and football.

At breaktimes children are encouraged to be active in the following ways: having access to play equipment, a low level adventure play area, activities marked on the playground and playground games are taught to them.

Arts Provision

Children develop and extend their creative and practical skills through making art, craft, design, and music, and by performing in dance and drama. They explore the world around them, their own experiences and the world of imagination as sources of ideas.

On occasions we make use of theatre groups, performers and visiting artists as stimuli for the children's own work. The children perform concerts at Christmas for parents and visitors. In years 1 and 2 children have the opportunity to attend after school art, dance and skipping clubs.

Personal, Social, Health and Citizenship Education (PSHCE)

As well as developing self-esteem, positive relationships and good behaviour we teach the importance of staying healthy and keeping ourselves and others safe. A weekly circle time is one of the ways children can explore these areas.

We have weekly class councils when each class gets together for about 10 minutes to talk about concerns, problems and ideas about the infant school. It is also a time when the children are reminded about what they should / should not be doing.

Two children are chosen from each class to join the School Council for a year. These children meet with the Headteacher and PSHCE coordinator approximately twice a term to discuss matters that have come up at the class council meetings or to carry out special tasks which will benefit the whole school community.

Special Educational Needs

How are children with special needs supported at school?

In Essex, the majority of children with special educational needs are supported in mainstream schools. This includes children of all abilities from the least able to the most able. The Essex Stages of Assessment, within the context of the 2001 Code of Practice for SEN, provides schools with a framework for the identification, assessment and support of these children. The school has alearning support policy which addresses these issues. The policy is reviewed annually and is available to parents / carers on request, or by download. Local authority and school funding is allocated to provide additional support for those children placed on the SEN Framework. We believe all children should have equal access to the curriculum and to an involvement in all school activities. If parents / carers feel their disabled child is being treated less favourably than the other pupils then they should contact the appropriate Headteacher to discuss this.

Gifted and Talented Children

More able children may require extension and enrichment activities. This is provided either through the differentiation of the curriculum offered to all pupils or by the setting of different tasks. We have a Gifted and Talented Register which highlights children who display particular aptitude to one or more areas of the curriculum. The register ensures staff are aware of certain children’s strengths and is reviewed regularly.

Moving on to Key Stage 2 in the Junior School

The children have a number of opportunities to spend time at the Junior School during the Summer Term before their transfer in September. The children visit their junior teacher and classroom and spend time becoming familiar with the building. The Junior staff also visit the Infant School and talk to the children and their teachers about their infant experiences and achievements.

UNIFORM

As a general rule we ask that children are sent to school in clothes and shoes which they can manage easily. For example, if children are unable to tie their own shoelaces, velcro fasteners on shoes would be appreciated. It makes the children more independent and helps the classteacher.

It is also useful if the children bring a coat to school each day as the weather can be very changeable, especially out on our rather exposed playing areas.

Although the wearing of uniform is not compulsory we do encourage the children to wear it. We believe it enhances the feeling of belonging to the school community.

Girls Uniform

  • Grey skirts / pinafores (winter)
  • Black / grey trousers or leggings (winter)
  • White shirts / polo shirts
  • Blue check dresses (summer)
  • Royal blue sweatshirt, jumper, cardigan or fleece
  • Blue, grey or white tights or socks
  • Sensible shoes

PE Kit

  • Black or royal blue leotards
    or white/blue T-shirts and blue shorts
  • Black slip-on plimsolls

Boys Uniform

  • Grey trousers
  • Grey shorts (summer)
  • White shirts / polo shirts
  • Royal blue sweatshirt, jumper or fleece
  • Grey or black socks
  • Sensible shoes

PE Kit

  • White or blue T-shirt
  • Blue shorts
  • Black slip-on plimsolls

PE Kits to be in school every day.

Plimsolls are worn for all P.E. activities except gym. If your child has veruccas or any other infectious foot complaint please let your child’s classteacher know. We will then ensure your child also wears plimsolls for gym lessons for as long as is necessary.

Plimsolls are also sometimes worn if school shoes become wet / muddy or when boots have been worn to school.

All children should have a named PE bag and an overall for art and craft work.

Sun Protection

It would be helpful if the children were provided with some kind of sun protection when it becomes hot and sunny. May we recommend:

  • a hat (named please). School baseball caps are available from the school office priced Ł3.00.
  • Loose fitting, long sleeved protection for those children who burn easily.
  • Sunglasses (look on the label for BS2724.1987)
  • An application, before school, of a high factor sunscreen suitable for your child’s skin type.
  • Please do not send children to school with sun cream unless it is absolutely necessary. Most infant age children are unable to apply it properly, other children may want to share it (and it may not be suitable to them) and we are unable to apply cream to every child.

Jewellery

Generally, this should not be worn to school, however:

  • Children with pierced ears can wear small studs to school if they can remove these earrings by themselves for PE etc. Due to Health and Safety regulations, children are not allowed to wear earrings during PE / outdoor activities. For those children with newly pierced ears, we are able to tape their ears for PE for the first few weeks. Parents who refuse to comply with this safety requirement will be preventing the school from delivering part of the National Curriculum, as children will not be allowed to do PE.
  • Children learning, or who have learnt, to tell the time may wear watches. However, these also have to be removed for PE.

We would like to stress the school cannot be held responsible for any items that are lost or accidentally damaged. So please do not send the children to school with items of a precious or special nature.

Generally we like:

  • All clothing and footwear to be named.
  • All long hair to be tied back because it looks smarter, it helps prevent the spread of head lice and it is much safer for PE.
  • Children to wear clothes that they find easy to manage.
  • All PE kit to be checked for size at the end of each term.
  • Children to wear shoes that they can manage on their own, that are smart and comfortable to wear (jelly shoes/shoes with high heels and/or no ankle support are not acceptable footwear for school)

The school has available for sale several items of school uniform and accessories.

For example:-

School sweatshirts - royal blue, embroidered logo Ł9.50
School sweatshirt cardigans - royal blue, embroidered logo Ł11.50
Fleece Jackets – royal blue, embroidered logo Ł13.00
Reversible jackets (waterproof/fleece) – royal blue, embroidered logo (to order only) Ł17.50
Polo shirts - white, embroidered logo (short and long sleeved available) Ł8.50
T-shirts, for PE - royal blue, embroidered logo Ł5.00
Name tags - embroidered to order (approx. 1 week delivery) Ł4.00 for 6 doz.
Baseball caps - royal blue Ł3.00
Woollen hats - navy blue, embroidered logo Ł3.00
Fleece hats – navy blue, embroidered logo Ł3.50
PE bags - navy blue nylon Ł2.00
Reading folders - nylon carry bags Ł3.00
Dinner money envelopes Ł1.25 for 50
(prices as at June 2006)

The above items are available for sale at the school office during school hours.

Stain Removal

Aerosol Snow Spray - Brush off accumulated deposits. If there is a grease stain remaining, the garment should be taken to a reputable dry cleaner.

Clay - When dry, brush off accumulated deposits and soak in cold water overnight. Wash in hot water and detergent and repeat as necessary.

Felt Pens - Dab lightly with uncoloured methylated spirit - then sponge with warm water or launder.

Ready Mixed Paint - Soak in cold water for at least 24 hours, then hand wash in warm water with bar soap or soap flakes, e.g. Lux. Do not use hot water or detergent.

Washable Ink - Sponge or rub under cold water, then soak in cold water or milk before laundering in heavy duty detergent.

Wax Crayons - Wash normally if fabric is washable. If fabric is non-washable, place stained fabric surface down on a pad of soft cloth or kitchen towel - then sponge back of stain with Trichlorenthane III. Powdered detergent may be adequate to remove stains where access to the back of the stain is not possible.

Water Soluble Adhesive - When dried, soak in warm water as long as possible, preferably overnight. The addition of soap flakes. e.g. Lux, will aid removal, but detergent should not be used.

PUPILS

Foundation Stage

Year One

Year Two



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